Association of Southeast Asian Teacher Education Network (AsTEN) Journal of Teacher Education <p>The <strong>Association of Southeast Asian Teacher Education Network (AsTEN) Journal of Teacher Education</strong> is the flagship publication of ASTEN, a multidisciplinary peer- refereed international journal that will serve as the main platform by which the networks initiatives are made known to the academic community. It is expected to provide a scholarly forum on the dynamics of teacher education and the current initiatives of AsTEN member institutions in the areas of research and publication, scholarship of teaching, teacher education leadership, curriculum and pedagogy, reciprocity program, quality assurance and harmonization of standards and other relevant topics which continue to shape and redefine teacher education in the ASEAN region.</p> <p><strong>EISSN: 2467-7825</strong></p> en-US Association of Southeast Asian Teacher Education Network (AsTEN) Journal of Teacher Education Enhancing Junior High School Students' Environmental Knowledge Using Experiential-Reflective Instruction <p>This study investigated the use of experiential-reflective instruction on the environmental learning of Grade 7 students. A quasi-experimental method was employed, with one group assigned to conventional instruction (CI) while the other engaged to experiential-reflective instruction (ERI). The researchers developed, adapted, and validated the scale. Using independent sample mean tests and paired t-test, results revealed that there is no significant difference in post test mean scores of the students who underwent the ERI. However, findings showed a significant difference in the summative, gain of scores, and paired t-test. These results indicate that ERI assisted to enhance their knowledge and understanding of environmental topics. This finding is further supported by the students' perceptions that experiential learning enables them to gain cooperative learning, have fun, activate retention, and participate actively in class. Succeeding studies may explore ERI in senior high school and consider the curriculum review of environmental topics in the K-12 curriculum.</p> Edwin Conel Ruel Avilla Copyright (c) 2022 Association of Southeast Asian Teacher Education Network (AsTEN) Journal of Teacher Education 2022-12-27 2022-12-27 6 Students' Perceptions on Mathematics Assessment in Remote Learning <p>The emergence of the COVID-19 pandemic caused classes to move online. This study used a quantitative design that aims to assess students' perceptions in mathematics assessments based on their perceived level of Mathematics anxiety, preferred assessment, and academic honesty in remote learning while highlighting the differences in gender and sections through a constructed survey questionnaire. The 90 Grade 9 students in a private Catholic school in Manila sampled using a convenience sampling process were surveyed using the aforementioned questionnaire. Descriptive and inferential statistics were used for data analysis. Results revealed no significant difference in students' perceptions of mathematics assessments according to sections. The same effect was observed in their perceptions of reviews by gender, except for mathematics anxiety and neutral preference. The study suggests that teachers use suitable assessments targeting the needed learning competencies to better measure students' academic performance.</p> Jingye Zhan Maricris Chuang Sean Kalel Garcia Therrese Santos Copyright (c) 2022 Association of Southeast Asian Teacher Education Network (AsTEN) Journal of Teacher Education 2022-12-27 2022-12-27 6 Teachers' Status in Vietnam: Social, Historical, and Cultural aspects <p>The article examines the Vietnamese teachers' high status in its society to identify the main attributes of its formation. The article employs qualitative historical analysis as a methodological approach to gain a clear understanding of different factors through different periods of time. The study analyzes written and oral sources of documents that address national, regional, and global perspectives on teacher status in society. Results of the historical analysis identify the critical importance of social, historical, and cultural factors in the formation of teachers' high status including the stable and significant roles of teachers in society, the maintenance of their roles throughout the long history of the nation, and the ever-changing performance so that they could best contribute to the nation and to the people. It is expected that findings in this study draw the attention of other countries as a useful reference while they are dealing with the serious decline in teachers' social status.</p> Do Thi Dung Adrian Pereira Copyright (c) 2022 Association of Southeast Asian Teacher Education Network (AsTEN) Journal of Teacher Education 2022-12-27 2022-12-27 6 Remote Teaching-Learning and Students' Academic Life: COVID-19 Pandemic Context <p>This descriptive-correlational study investigated the relation of remote teaching and learning to the academic life of 318 students selected through convenience sampling) enrolled in a university during the academic year 2020-2021. Mean, Pearson r, t-test, and one-way ANOVA determined the respondents' perceptions on remote teaching and learning, achievement, attitude, relationship of remote teaching and learning to achievement and attitude, and difference between achievement and attitude to profile variables, respectively. Respondents are predominantly female, below 21 years old and are enrolled in general education courses. The results showed that remote teaching and learning are effective and beneficial. Respondents' performance and attitude are very good and unfavorable, respectively. However, the study showed that there is no correlation between achievement and attitude. Motivation and enjoyment impact achievement and attitude. Respondents are similar in achievement and attitude when grouped by age and gender, but they differ in attitude based on year level. Findings also showed that remote teaching and learning positively impact achievement, but negatively impact attitude on specific learning platforms. Accordingly, respondents' concerns include internet access and lagging gadgets. Additionally, respondents also underscored that the learning environment, activity/time, and psychological challenges are significantly few. Hence, the study suggests that teachers should provide efficient interventions to students' concerns. Furthermore, quality may be preferred over quantity in activities and resources, and online materials are utilized efficiently. This study may be replicated to rural, rurban, and urban Southeast Asian areas in a post-pandemic setting to compare results.</p> Nicette Ganal Marites Balot Vivien Mauricio Copyright (c) 2022 Association of Southeast Asian Teacher Education Network (AsTEN) Journal of Teacher Education 2022-12-27 2022-12-27 6 Exploring the Meaning of life and Subjective Well-being among Pre-Service Education Students <p>This descriptive-correlational study determined the relationship between the meaning of life and subjective well-being (SWB) among 259 pre-service education students who were selected through convenience sampling. Questionnaires were used to gather data. Mean, Pearson’s r and t-test were employed for the statistical treatment of the data. The meaning of life and SWB of respondents were both high. No significant difference exists between the meaning of life and SWB when respondents are grouped according to age, sex, year, and program. The meaning of life and subjective well-being were positively correlated with intellectual and positive affect. The curriculum has met and satisfied the students' needs, interests, and capacities with the support of school, home, and other social institutions. Social institutions may accord upskilling and leadership opportunities to boost people's morale and performance. Replication of study may include variables like civil and health status interests, religion and parents' occupation, and students' participation from private higher education institutions. The school management may revisit the students' handbook to make it more relevant to the changing needs, time, and demands of the people and the society, and to further improve the institutions' services for young peoples' continued and sustained holistic development.</p> Nicette Ganal Raquel Geronimo Copyright (c) 2022 Association of Southeast Asian Teacher Education Network (AsTEN) Journal of Teacher Education 2023-03-15 2023-03-15 6